The mission of the office of Curriculum, Instruction, and Assessment is to provide unwavering support for the potential of all students by offering multiple pathways for learning with rigorous and innovative curricula.
Lamoille North believes in equity, access, and opportunity for all students.
We also believe curricula should be content rich, offering students opportunities to learn important concepts and procedures with understanding, while simultaneously providing students with opportunities to explore and grow as Lamoille North Learners. These multi-disciplinary outcomes (lifelong learner, global citizen, effective communicator, and innovative problem solver) will be thoughtfully and purposefully embedded throughout the curriculum alongside content that is informed by state and national standards.
Vertical alignment will be assured through guiding documents in each content area that combine the priorities in state/national documents, and the Portrait of a Lamoille North Learner. These guiding documents will be accessed frequently to develop a learning pathway to prioritized student outcomes.
Continuity in instruction, across a grade level and within a content, will be developed by assured learning experiences, or key cognitive learning experiences. The goal is to help learners to synthesize, practice and transfer new learning or tasks that create experiences for students to demonstrate increasing proficiency on the specified content.
Teachers will have adequate resources to support their work and will continually growing as professionals. Professional Development will continue to be a priority as we develop curriculum that requires teachers to build an instructional repertoire to allow our students to explore both content and the Portrait of a Lamoille North Learner.
Assessments will be common to the grade level and/or course and are analyzed to examine student learning and inform curriculum, instruction, and assessment revisions. Common formative assessments at all levels allow for informed teaching that attends to individual, small group, and whole group needs. Both formative and summative assessments have clear criteria and identify areas in which the student can make further progress. Performance based assessments and other common summative assessments measure student understanding and ability to transfer learning.
Director of Curriculum, Instruction, and Assessment